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5601912-503497Name: Susie Killgore Date: 11/7/14Unit Title: Close Read of “Nadia the Willful” by Sue AlexanderGrade level(s) 6th Grade Language ArtsGrade Level: 00Name: Susie Killgore Date: 11/7/14Unit Title: Close Read of “Nadia the Willful” by Sue AlexanderGrade level(s) 6th Grade Language ArtsGrade Level: Southwestern College-Educator Preparation Program Unit Template with Lesson Plan formatDirections: Use the following template for unit and lesson planning.-272415398087Standards include: Strand: Language ArtsCode: L.6.2, L.6.3, L.6.4, L.6.5Boxed Sub-heading: LanguageStandard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingUse knowledge of language and its conventions when writing, speaking, reading, or listeningDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies Strand: Language ArtsCode: RL.6.1, RL.6.2, RL.6.3, RL.6.5Boxed Sub-heading: Reading for LiteratureStandard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.Strand: Language ArtsCode: W.6.1, W.6.9Boxed Sub-heading: WritingStandard:Write arguments to support claims with clear reasons and relevant evidenceDraw evidence from literary or informational texts to support analysis, reflection, and researchStrand: Language ArtsCode: SL.6.1Boxed Sub-heading: Speaking and ListeningStandard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.00Standards include: Strand: Language ArtsCode: L.6.2, L.6.3, L.6.4, L.6.5Boxed Sub-heading: LanguageStandard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingUse knowledge of language and its conventions when writing, speaking, reading, or listeningDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies Strand: Language ArtsCode: RL.6.1, RL.6.2, RL.6.3, RL.6.5Boxed Sub-heading: Reading for LiteratureStandard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.Strand: Language ArtsCode: W.6.1, W.6.9Boxed Sub-heading: WritingStandard:Write arguments to support claims with clear reasons and relevant evidenceDraw evidence from literary or informational texts to support analysis, reflection, and researchStrand: Language ArtsCode: SL.6.1Boxed Sub-heading: Speaking and ListeningStandard:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state standards for other disciplines. Langu What will student know, understand, be able to do as a result of this unit?Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Willfulness – Head strong, strong willed, stubbornFairness – Making judgments free from discriminationMemories – Something remembered from the pastConflict – The problemTheme – The life lessonBe Able to Do (Verbs)Level ILevel IILevel IIILevel IVLevel VList the verbs that are key learning targets, then determine the cognitive demand level (Bloom’s) with verbs in context by placing a checkmark in the appropriate square:Knowledge/ RememberingMemorize facts, definitions, & formulasComprehension/ UnderstandingPerform ProceduresApplicationDemonstrate understandingAnalysisConjecture, Generalize, ProveSynthesis/Evaluate/ Create; Solve non-routine problems; make connectionsPredict?????Identify?????Explain?????Determine?????Show?????Discuss?????Analyze?????Justify?????Hypothesize?????Imagine?????Argue?????This standard means a student will know and be able to do…(use your own student friendly words)Utilize proper punctuation and spellingUse context clues to determine the meaning of words or word phrasesUse familiar prefixes, suffixes and root words to understand new wordsUse relationship words to better understand wordsSpeak and write using 6th grade words and word phrasesCite evidence to support their ideasDetermine the theme of a storyExplain the plot of the story and how the conflict is resolvedTell how the structure of the story helps create the themeFormulate an argument and support opinion with clear evidence from the storyCompare and contrast characters from the storyDiscuss in small or large groups the main ideas building on the ideas of othersEssential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject areas and units.-This unit won’t end the learning on this question.Who determines what is fair?What does it mean to be fair?How do you respond to unfairness?What can you do to change things that are unfair?Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.What conflict does Tarik’s decree cause for Nadia?What does Nadia, her mother and the Clan think about Tarik’s decree?Why does Nadia stand up to her father?Why does Tarik change Nadia’s Name?Is Tarik’s decree fair?How does Nadia respond to the decree?Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned and how students will attain the learning goals. Through a close read of the complex text “Nadia the Willful”, by Sue Alexander, students will learn new grade level vocabulary. In the three different reads we will focus on a different element of the story, preparing them to apply this information to the argumentative writing of the next unit. First they will learn the text structure of compare and contrast. Next, they will practice identifying conflict and analyzing the text to develop a supported theme. Last, they will participate in purposeful discussion, constructing answers to text dependent questions as well as the essential questions.-8382061595(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)The short story “Nadia the Willful”, by Sue Alexander, fits perfectly as the close read for our large, month long character building unit, “Fairness”. With several reads of this story students will have a deep understanding of the story and will be able to answer the essential questions of the larger unit with textual evidence. This story also allows for the teaching of several other beneficial components such as compare and contrast, conflict, theme and vocabulary. After reading the story multiple times the students will be very familiar with the text allowing them to locate proper textual evidence to use in their upcoming argumentative writing that will be used as the Unit Performance Demonstration. 00(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)The short story “Nadia the Willful”, by Sue Alexander, fits perfectly as the close read for our large, month long character building unit, “Fairness”. With several reads of this story students will have a deep understanding of the story and will be able to answer the essential questions of the larger unit with textual evidence. This story also allows for the teaching of several other beneficial components such as compare and contrast, conflict, theme and vocabulary. After reading the story multiple times the students will be very familiar with the text allowing them to locate proper textual evidence to use in their upcoming argumentative writing that will be used as the Unit Performance Demonstration. -93345-238760Data type: Review StandardsAnalysis details:L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a work (e.g., audience, auditory, audible).L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),to find the pronunciation of a word or determine/clarify its precise meaning or its part of speech.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in work meanings.L6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.L6.6 Acquire and use accurately grade-appropriate general academic an domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.10 Read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the end of the high end of range. W.6.1 Write arguments to support claims with clear reasons and relevant evidence.W.6.1a Introduce claim(s) Introduce claim(s) and organize the reasons an evidence clearly.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of topic or textW.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.W.6.9 Draw evidence from literary or information texts to support analysis, reflection, and research.W.6.9a Apply grade 6 Reading standards to literature in terms of their approaches to themes and topics.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic.SL6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic.SL6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.00Data type: Review StandardsAnalysis details:L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a work (e.g., audience, auditory, audible).L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),to find the pronunciation of a word or determine/clarify its precise meaning or its part of speech.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in work meanings.L6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.L6.6 Acquire and use accurately grade-appropriate general academic an domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.10 Read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the end of the high end of range. W.6.1 Write arguments to support claims with clear reasons and relevant evidence.W.6.1a Introduce claim(s) Introduce claim(s) and organize the reasons an evidence clearly.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of topic or textW.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.W.6.9 Draw evidence from literary or information texts to support analysis, reflection, and research.W.6.9a Apply grade 6 Reading standards to literature in terms of their approaches to themes and topics.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic.SL6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic.SL6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Pre-assessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task, performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the objectives.Performance Task(s): Through what authentic performance tasks will students demonstrate the desired understandings? By what criteria will performances of understanding be judged? -13716020955Students will answer the Unit essential questions with complete sentences.Students will know the definition of each of the vocabulary words and be able to use them in a sentence.Students will show comprehension of the story “Nadia the Willful” by completing a multiple choice test, and determining a theme for the story.00Students will answer the Unit essential questions with complete sentences.Students will know the definition of each of the vocabulary words and be able to use them in a sentence.Students will show comprehension of the story “Nadia the Willful” by completing a multiple choice test, and determining a theme for the story.Other Evidence: Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?How will student reflect upon and self-assess their learning?16002076200Formative-Day 1. Bell work, vocabulary boxes, small group vocabulary posters and presentationsDay 2. Bell work and annotating the textDay 3. Bell work, following instructions and their understanding of compare /contrast and their ability to analyze and draw conclusionsDay 4. Bell work, small group conflict analysis, vocabulary word huntSummative-Day 2. Reading comprehensionDay 5. Vocabulary and reading comprehension test00Formative-Day 1. Bell work, vocabulary boxes, small group vocabulary posters and presentationsDay 2. Bell work and annotating the textDay 3. Bell work, following instructions and their understanding of compare /contrast and their ability to analyze and draw conclusionsDay 4. Bell work, small group conflict analysis, vocabulary word huntSummative-Day 2. Reading comprehensionDay 5. Vocabulary and reading comprehension test-78971620683Day 1 – Student interactive notebooks, student strategic reading workbooks, Vocabulary squares, Vocabulary graph posters, colored pencils, pens or markers, power point presentation and smart board.Day 2 – Student interactive notebooks, student strategic reading workbooks, reading tracker, highlighter, 2 sticky notes, smart board, Audio file, computer and speakers.Day 3 - Student interactive notebooks, student strategic reading workbooks, grading pen, 3 markers – blue, yellow, green or red, yellow, orange, or red, blue purple, scissor, glue stick, smart board and document cameraDay 4 - Student interactive notebooks, student strategic reading workbooks, different color highlighter from day 2, pencil, vocabulary word hunt practice, smart board and document cameraDay 5 - Student interactive notebooks, student strategic reading workbooks, “Nadia the Willful” Test, pencil, privacy shield, smartboard00Day 1 – Student interactive notebooks, student strategic reading workbooks, Vocabulary squares, Vocabulary graph posters, colored pencils, pens or markers, power point presentation and smart board.Day 2 – Student interactive notebooks, student strategic reading workbooks, reading tracker, highlighter, 2 sticky notes, smart board, Audio file, computer and speakers.Day 3 - Student interactive notebooks, student strategic reading workbooks, grading pen, 3 markers – blue, yellow, green or red, yellow, orange, or red, blue purple, scissor, glue stick, smart board and document cameraDay 4 - Student interactive notebooks, student strategic reading workbooks, different color highlighter from day 2, pencil, vocabulary word hunt practice, smart board and document cameraDay 5 - Student interactive notebooks, student strategic reading workbooks, “Nadia the Willful” Test, pencil, privacy shield, smartboardMaterials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.Session Instruction and Learning Experience1Nadia the Willful – Explicit instruction vocabulary2Nadia the Willful – Phase 1 – First Read – Audio3Nadia the Willful – Compare and Contrast main characters4Nadia the Willful – Phase 2 – Identifying conflicts and analyzing theme5Nadia the Willful – Phase 3 – Answering the essential question and Unit Summative AssessmentLesson 1Lesson title: “Nadia the Wilful” – Explicit VocabularyObjective (s): L6.4a Use context as a clue to the meaning of a word or phrase.L.6.4b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning a word.L.6.4c Consult reference materials to find the pronunciation of a word or determine/clarify its precise meaning or its part of speech.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.SL.6.1 Come to discussions prepared having studied required materialAssessment: Formative assessments will be noted based on the completion of the bell work, participation during the explicit vocabulary lesson, and the cooperation in the small group discussion and presentation. Meeting the needs of various learners/accommodations: Students with special needs will have the facilitation of an extra support teacher in the classroom. Small groups will be differentiated to allow for peer tutoring.Opening: When students arrive they will collect their interactive notebook and their Strategic Reading workbook. They will record their daily assignment information in their agenda and begin work on their bell-work . The following information will be displayed on the smart-board; “Please turn to page 49 in your workbook and follow directions to complete this page.” Nadia pg 49.pdf (10 minutes)Instruction: When the time expires for the bell-work session the teacher will ask students if anyone would like to share their ideas. After all have shared and we have had a group discussion, students will put their interactive binder and Strategic Reading workbook to the side for use during closing, and place on their desk colored pencils or markers. The teacher will hand out the “Vocabulary boxes” to each student. In a large group setting the teacher will teach from a power point with the vocabulary words from the story. Students will participate in their learning by recording the word, the part of speech and definition, as well as creating a picture for each of the vocabulary words. Unit - Lesson plan\Nadia vocab squares.pub(20 minutes)Practice: At the conclusion of the power-point the students will divided into five differentiated groups. In their group, on a large piece of paper students will complete a vocabulary graph and create an action for one of their vocabulary words. They will consult a thesaurus to find the part of speech, synonyms and antonym. When students are finished they will present their poster and action and we will hang the posters up in the room. Unit - Lesson plan\Nadia vocab graph.pdf(8 minutes) Closing: As class draws to a close, the teacher will ask students to consider the work we have done today. Think about the question posed during the bell-work and the vocabulary words that we learned today. In your interactive notebook on your flipbook, we will create a tab for “Nadia the Willful”. On the very top of that tab record your prediction for the Theme or idea of our next story that we will begin tomorrow. (2 minutes)After Assessment: Teacher and support staff will reflect on the lesson and determine if any of the students will require additional study tools to help with the understanding of the vocabulary words. For example, flash cards or additional practice work sheet for home study time.Lesson 2Lesson title: Phase 1 – Close Read of “Nadia the Willful”Objective (s): RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3. Describe how a particular story’s lot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL.6.4 Determine the meaning of words and phrases as they are used in a text. SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.Assessment: Formative assessments will be noted based on the completion of the bellwork and the students attempt to annotate the text during the reading and discussion. Students will also complete comprehension homework for a summative assessment of Phase 1. Meeting the needs of various learners/accommodations: Students with special needs will have the facilitation of an extra support teacher in the classroom. We will read the story from the workbook instead of the textbook so that students may annotate the direct text to aid comprehension. Students will all use reading tracker strips to help focus during the audio. As noted on IEP’s, individual students will have the homework assignments recorded on their homework packets.Opening: When students arrive they will collect their interactive notebook and their strategic reading workbook. They will record their daily assignment information in their agenda and begin work on their bell work. The following instruction will be displayed on the smart-board; “Open your interactive notebook to your Theme tree page, think for a moment about the stories that we have read during our first quarter of the school year. In the area around your tree, record the name of one story and the theme for that story. Refer back to the theme tree if you need a reminder about theme. Students will be given 7 minutes of work time. After their work time has expired we will share and discuss as a whole group. (10 minutes)Instruction: Following the discussion students will be asked to clear their desk of everything except for their Strategic reader workbook. They will be asked to please turn to page 51. Students will each be handed a tracking strip and a highlighter if needed. For our first read, students will listen to the audio read of the story “Nadia the Willful”. They will be expected to follow along with the reader using either their tracker or their pencil or finger. (23 minutes)Practice: While reading students will be asked to highlight their 5 new vocabulary words while the audio is playing. Following the story we will have a brief discussion about the setting and the plot of the story. We will also talk about the conflicts that help the story build. Students who were unable to locate the vocab. words during the reading will be given time to return to their text and highlight the words. Students will be assigned the comprehension questions on page 57 and 58 #’s 1 – 9 as homework. (8 minutes)Closing: After our discussion students will record one internal and one external conflict from the story and our discussion, on individual sticky notes. They will place these sticky notes in their interactive notebooks on their conflicts page. (5 minutes)After Assessment: The following day, the teacher and support staff will reflect on the lesson and the completed homework to determine if any of the students require additional, small group or one-on-one instruction. Lesson 3Lesson title: Compare and Contrast – Characters from “Nadia the Willful”Objective (s):L.6.5b Use the relationship between particular words to better understand each of the words RL.6.6 Explain how an author develops the point of view of the narrator or speaker in the textW.6.1a Introduce claims and organize the reasons and evidence clearlyW.6.9a Apply grade 6 Reading standards to literatureSL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.Assessment: Formative assessments will be noted based on the completion of the bellwork, following directions on the whole group instruction and the work completed with a partner to compare and contrast characters and their ability to analyze their data.Meeting the needs of various learners/accommodations: Students with special needs will have the facilitation of an extra support teacher in the classroom. Partners will be selected to provide students with needs a peer tutor. If needed, to limit directions, some cutting may be completed prior to lesson. Closing question may be modified to meet the needs of students who need more of a challenge, and those of a lower level.Opening: When students arrive they will collect their interactive notebook, record their daily assignment information in their agenda and begin work on their bell work. The following instruction will be displayed on the smart-board; “Open your interactive notebook to your bell-work page, think for a moment about the words Compare and Contrast. On your next bell-work box write a definition in your own words for each of the words “compare” “contrast”. Students will be given 7 minutes of work time. After their work time has expired we will share and discuss as a whole group. Then, we will grade their homework from the previous night. Students will take out a grading pen and check their own work as we go over the answers. Teacher will collect the scores immediately after grading. (12 minutes) Instruction: Today we are going to add a new page in our interactive notebook, as we learn about comparing and contrasting. You will need to clear your desk except for 3 coordinating markers (blue, yellow, green, or red, yellow, orange, or red, blue, purple) scissors and a glue stick. Students will be given the handout for the interactive page. WE will do this lesson all together. We will read the short paragraph about 2 different types of dogs. We will then determine the characteristics that the dogs have in common and the characteristics that are different and record them on the chart. We will cut out the chart and glue into our interactive notebooks. Examples will be shown by using the document camera, projector and smart board screen. Unit - Lesson plan\Nadia compare contrast.pdf (15 minutes)Practice: Students will then take the knowledge that they have learned about compare and contrast and apply it to the characters in the story that we read yesterday. With a partner they will complete the exact same chart using the same steps to compare the reaction of Tarik and Nadia in the death of their son/brother Hamed. (20 minutes)Closing: As students finish with their partner, they will look at the chart they just created and determine if Tarik and Nadia are more similar or more different. They will be asked to record their answer under their chart in their interactive notebook, using a complete sentence and using one vocabulary word. (2 minutes)After Assessment: The following day, the teacher and support staff will reflect on the lesson and the completed homework to determine if any of the students require additional, small group or one-on-one instruction. Lesson 4Lesson title: Phase 2 – Close Read of “Nadia the Willful” – Identifying conflict and analyzing themeObjective (s):RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from textRL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular detailsRL.6.4 Analyze the impact of a specific word choice on meaning and toneRL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plotRL.6.6 Explain how an author develops the point of view of the narrator or speaker in a textW.6.1c Use words, phrases and clauses to clarify the relationships among claims and reasonsW.6.1e Provide a concluding statement that follows from the argument presentedAssessment: Formative assessments will be noted based on the completion of the bell work and their participation in the large and small group activities. The vocabulary homework will also be collected as a formative assessment. Meeting the needs of various learners/accommodations: Students with special needs will have the facilitation of an extra support teacher in the classroom. Small groups will be differentiated and tasks assigned to meet the needs of the students in the small groups. As noted on IEP’s, students will have homework assignment noted on their individual homework packet.Opening: When students arrive they will collect their interactive notebook and strategic reading workbook and make sure that they have a highlighter (a different color today, please). They will then record their daily assignment information in their agenda and begin work on their bell work. The following instruction will be displayed on the smart-board; “Open your interactive notebook to the conflict page that you recorded the other day. Also open your workbook to page 51 the beginning of the story “Nadia the Willful”. Look through the text and locate the evidence needed to support your conflict answer and highlight. Students will be given 7 minutes of work time. After their work time has expired we will share and discuss as a whole group. (10 minutes) Instruction: Students will be asked to clear their desk except for their workbook, a pencil and a highlighter. Students will be asked to put a box around lines 32 -55 and lines 131 – 151 with their pencil. Together we will read the boxed passage. We will then discuss the question, “What does Nadia, her mom and the clan think about Tarik’s law?” After a brief discussion, we will identify the words in the passage that helped us understand why they were upset and high-light the words. (15minutes) Practice: Students will then be placed into small groups using the random group generator to complete the second passage. Each student group will have assignments so that everyone participates. Student 1 will read the passage lines 131 – 151. Student 2 will read the question, “How does Tarik feel after Nadia reminds him about Hamed?” Student 3 will be assigned to be the first responder. And student 4 will be the checker providing the first word of evidence. (15 minutes)Closing: In closing students will open their interactive notebook to their flipbook. Under their prediction, they will record their answer to the following question, “based the sections of “Nadia the Willful” that we re-read today, the discussion we had as a group and the discussions you had in your small groups about the conflicts in the story, What do you think is the theme of the story? What is it that the author wants us to learn?” Students will be given a vocabulary word hunt for homework, to use as a study guide for their vocabulary and comprehension test tomorrow. (5 minutes) After Assessment: Teacher and support staff will reflect on the lesson and determine if any of the students will require additional support.Lesson 5Lesson title: Phase 3 – Close Read of “Nadia the Willful” – The Essential Question and Summative AssessmentObjective (s): L.6.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.RL.6.2 – Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3 Describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL.6.6 – Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.10 – Read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the end of the high end of range.W.6.1b – Support claim with clear reasons and relevant evidence, using credible sources and demonstrating on understanding of topic or text.Assessment: Today we will take a summative assessment. Students will be assessed on their understanding of the story and the vocabulary.Meeting the needs of various learners/accommodations: Many of our students have testing accommodations. Their specific needs will be met, either small group setting or one-on-one read aloud, through the facilitation of the special education teacher and special education para.Opening: When students arrive they will have a word ladder worksheet on their desk for bell work. After they record their daily assignment information in their agenda and begin work on their bell work. As students are working they will have their homework on their desk to be collected. Students will be given 7 minutes of work time. After their work time has expired we will go over the word ladder together. (10 minutes) Instruction: Today we are going to practice our reading skills. Please clear your desk of everything but your textbook, and open it to page 342. Please locate line 80 and place your finger at the beginning of the line. I want you to listen and follow along as I read lines 80 – 84 fluently. After the teacher reads we talk briefly about what it means to read fluently. With your shoulder partner we are going to practice reading fluently. The oldest person in the pair will read first. We will take a moment to critique our reader. Then the 2nd reader will read followed by critique. We have now read that selection fluently 3 different times. Now I want you to think about this question, “How does this passage show the value of memories? We will have a large group discussion to share our ideas.Practice: Students will now clear their desk except for a pencil. When groups are called upon they will collect a privacy shield and place it on their desk and be ready to take their test. Closing: Students will return to their seat and open their interactive notebooks to the Essential questions page. Under the column which reads, “How do you respond to unfairness?” Students will complete the following sentence starter.. . In the story, “Nadia the Willful” Nadia responded to the unfair decree of her father Tarik by… After Assessment: Students will be given back all of the notes, work and tests from the “Nadia the Willful” unit. They will be able to use these notes as a resource for the next phase of this character building “Fairness” unit, Argumentative Writing, in which they will decide if Tarik’s law was fair or unfair. ................
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